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NASJE Curriculum Design - Governance Entry Level - Participant Activities

1.1.3.6 Examining Necessary Components of Stakeholder-Based Governance (2pg/.06MB)

National Association of State Judicial Educators (NASJE)

Notes:
Governance Entry-Level Faculty Resource Examining Necessary Components of Stakeholder-Based Governance

Description:

1.1.3.6 Examining Necessary Components of Stakeholder-Based                       Governance

Purpose of activity

This activity engages judicial branch educators in considering the relevance of various components for effective stakeholder-based governance.

Use of activity

This activity may be used as an introduction to discussing the various components necessary for effective stakeholder-based governance [see C, Developing or Enhancing Stakeholder-Based Governance for Judicial Branch Education, a – e, pgs. 16 – 26 in the curriculum design].  Judicial branch educators may answer the questions as one activity, or faculty may pose each question separately as an introduction to the relevant content in the curriculum design. 

This may be an individual, a small group, or a large group activity.

Relevant Learning Objective

  1. Discuss the necessary components for establishing and maintaining effective stakeholder-based governance in judicial branch education.

 

 

The Basics of Governance in Judicial Branch Education

Necessary Components of Stakeholder-Based Governance

  1. Why is a mission statement or a statement of purpose important for each type or level of stakeholder-based governance?

 

 

  1. Why is it important to have a defined life span for each group?

 

 

  1. What is the relevance of stating the relationship to and expectations of judicial branch educators for each stakeholder group?

 

 

  1. What would be the benefits of stating which groups need representation?

 

 

  1. What would be the benefit of stating the preferred scope of diversity?

 

 

  1. What difference might it make to state roles, terms, and replacement processes for committee membership?

 

 

  1. What difference might it make to state roles, terms, and replacement processes for committee leadership?

 

 

  1. Why would it matter to have clearly defined processes for meetings and meeting agendas?